Educational Consulting in Information Technology

An effective initiation in good ICT practices that guarantee a professional teaching development aimed at the management of digital sources for teaching use, is key in today's teaching and this Postgraduate diploma gives you all the keys” 

This Postgraduate diploma in Educational Consulting in Information Technology at TECHaims to boost the career of teaching professionals oriented to the development of ICT teaching methods, taking a step further in their career. It is a program that stands out for the scope of its content, as it includes an up-to-date and quality syllabus, focused on enhancing the capabilities of the professional and their students. 

The program therefore presents the panorama of information and communication technologies for education in a broad manner, delving into the different techniques and tools for educational diagnosis and the design and management of educational programs under current parameters. It addresses, therefore, the consideration of ICT in educational centers, ensuring professional development aimed at managing digital sources for teaching use and communication in digital networks for teaching purposes

At the same time, it favors the development of the student's skills in the creation of teaching materials using digital tools and problem management, as well as knowledge of the security areas for the correct use of ICT in the classroom. 

In addition, with it being a 100% online program, TECH allows students to combine their studies with their personal life and professional activity, advocating excellence without the need for physical attendance or long journeys to class that prevent the use of time for productive study hours, all through an electronic device with internet access. 

Master the world of ICT in and out of the classroom, in person and virtually thanks to a complete and innovative syllabus” 

This Postgraduate diploma in Educational Consulting in Information Technology contains the most complete and up-to-date educational program on the market. The most important features include:

• Practical cases presented by experts in Pedagogy
• The graphic, schematic, and practical contents with which they are created, provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where the self-assessment process can be carried out to improve learning
• Special emphasis on innovative methodologies
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection assignments
• Content that is accessible from any fixed or portable device with an Internet connection

In this program you will learn to communicate in digital networks for teaching purposes and acquire the ability to create teaching materials using digital tools” 

The program includes, in its teaching staff, professionals from the sector who contribute the experience of their work to this program, in addition to recognized specialists from prestigious reference societies and universities. 

The multimedia content, developed with the latest educational technology, will provide the professional with situated and contextual learning, i.e., a simulated environment that will provide immersive learning programmed to train in real situations. 

This program is designed around Problem-Based Learning, whereby the professional must try to solve the different professional practice situations that arise throughout the program. For this purpose, the student will be assisted by an innovative interactive video system created by renowned and experienced experts.

You will manage and create a digital identity according to the context, being aware of the importance of the digital trail and the possibilities offered by ICT in this regard, thereby knowing its benefits and risks"

Generating and knowing how to apply ICT, as well as combine it in school as an educational tool will be one of your goals in this Postgraduate diploma at TECH"

The syllabus of this program has been designed based on the requirements of applied education and educational consulting in technology and information, an essential issue to develop in today's society. The syllabus is therefore structured around an analysis of ICT, the basic concepts of educational diagnosis and its instruments, as well as a complete module on the design and management of educational programs in the 21st century. In this way, the structure follows a theoretical-practical path through which the student will develop the different professional skills that will enable them in this specialty and in the correct performance of their functions. 

Learn about the possibilities of the educational use of social networks and deepen your knowledge about safety in the use of ICT in the classroom" 

Module 1. Information and Communication Technologies for Education 

1.1. ICT, Literacy, and Digital Competencies

1.1.1. Introduction and Objectives
1.1.2. The School in the Knowledge Society
1.1.3. ICT in the Teaching and Learning Process
1.1.4. Digital Literacy and Competencies
1.1.5. The Role of the Teacher in the Classroom
1.1.6. The Digital Competencies of the Teacher
1.1.7. Bibliographical References
1.1.8. Hardware in the Classroom: PDI, Tablets, and Smartphones
1.1.9. The Internet as an Educational Resource: Web 2.0 and M-Learning
1.1.10. The Teacher as Part of Web 2.0: How to Build their Digital Identity?
1.1.11. Guidelines for the Creation of Teacher Profiles
1.1.12. Creating a Teacher Profile on Twitter
1.1.13. Bibliographical References

1.2. Creation of Pedagogical Content with ICT and its Possibilities in the Classroom

1.2.1. Introduction and Objectives
1.2.2. Conditions for Participatory Learning
1.2.3. The Role of the Learner in the Classroom with ICTs: Prosumer
1.2.4. Content Creation in Web 2.0: Digital Tools
1.2.5. The Blog as a Classroom Pedagogical Resource
1.2.6. Guidelines for the Creation of an Educational Blog
1.2.7. Elements of the Blog to Make it an Educational Resource
1.2.8. Bibliographical References

1.3. Personal Learning Environments for Teachers

1.3.1. Introduction and Objectives
1.3.2. Teacher Training for the Integration of ICTs
1.3.3. Learning Communities
1.3.4. Definition of Personal Learning Environments
1.3.5. Educational Use of PLE and NLP
1.3.6. Design and Creation of our Classroom PLE
1.3.7. Bibliographical References

1.4. Collaborative Learning and Content Curation

1.4.1. Introduction and Objectives
1.4.2. Collaborative Learning for the Efficient Introduction of ICT in the Classroom
1.4.3. Digital Tools for Collaborative Work
1.4.4. Content Curation
1.4.5. Content Curation as a Teaching Practice in the Promotion of Students' Digital Competences
1.4.6. The Content Curator Teacher. Scoop.it
1.4.7. Bibliographical References

1.5. Pedagogical Use of Social Media. Safety in the Use of ICTs in the Classroom

1.5.1. Introduction and Objectives
1.5.2. Principle of Connected Learning
1.5.3. Social Media: Tools for the Creation of Learning Communities
1.5.4. Communication on Social Media: Management of the New Communicative Codes
1.5.5. Types of Social Media
1.5.6. How to use Social Media in the Classroom: Content Creation
1.5.7. Development of Digital Competencies of Students and Teachers with the Integration of Social Media in the Classroom
1.5.8. Introduction and Objectives of Security in the Use of ICT in the Classroom 
1.5.9. Digital Identity
1.5.10. Risks for Minors on the Internet
1.5.11. Education in Values with ICT: Service-Learning Methodology (ApS) with ICT Resources
1.5.12. Platforms for Promoting Safety on the Internet
1.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers and Objectives of the Safety in the Use of ICTs in the Classroom
1.5.14. Bibliographical References

1.6.  Creation of Audiovisual Content with ICT tools. PBL and ICT 

1.6.1. Introduction and Objectives
1.6.2. Bloom's Taxonomy and ICT
1.6.3. The Educational Podcast as a Teaching Element
1.6.4. Audio Creation
1.6.5. The Image as a Didactic Element
1.6.6. ICT Tools with Educational Use of Images
1.6.7. The Editing of Images with ICT: Tools for its Edition
1.6.8. What is ABP?
1.6.9. Process of Working with PBL and ICT
1.6.10. Designing PBL with ICT
1.6.11. Educational Possibilities in Web 3.0
1.6.12. Youtubers and Instagrammers: Informal Learning in Digital Media
1.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom
1.6.14. Platforms for the Dissemination of Audiovisual Materials
1.6.15. Guidelines for the Creation of an Educational Video
1.6.16. Bibliographical References

1.7. Regulations and Legislation Applicable to ICT

1.7.1. Introduction and Objectives
1.7.2. Data Protection Laws
1.7.3. Guide of Recommendations for the Privacy of Minors on the Internet
1.7.4. The Author's Rights: Copyright and Creative Commons
1.7.5. Use of Copyrighted Material
1.7.6. Bibliographical References

1.8. Gamification: Motivation and ICT in the Classroom

1.8.1. Introduction and Objectives
1.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
1.8.3. Game-Based Learning (GBL)
1.8.4. Augmented Reality (AR) in the Classroom
1.8.5. Types of Augmented Reality and Classroom Experiences
1.8.6. QR Codes in the Classroom: Generation of Codes and Educational Application
1.8.7. Classroom Experiences
1.8.8. Bibliographical References

1.9. Media Competency in the Classroom with ICT

1.9.1. Introduction and Objectives
1.9.2. Promoting the Media Competence of Teachers
1.9.3. Mastering Communication for Motivating Teaching
1.9.4. Communicating Pedagogical Content with ICT
1.9.5. Importance of the Image as a Pedagogical Resource
1.9.6. Digital Presentations as a Didactic Resource in the Classroom
1.9.7. Working in the Classroom with Images
1.9.8. Sharing Images on Web 2.0
1.9.9. Bibliographical References

1.10. Assessment for Learning Through ICT

1.10.1. Introduction and Objectives
1.10.2. Assessment for Learning Through ICT
1.10.3. Evaluation Tools: Digital Portfolio and Rubrics
1.10.4. Building an ePortfolio with Google Sites
1.10.5. Generating Evaluation Rubrics
1.10.6. Design Evaluations and Self-Evaluations with Google Forms
1.10.7. Bibliographical References 

Module 2. Diagnostic Techniques and Instruments 

2.1. Diagnostic Techniques and Instruments

2.1.1. Introduction and Basic Concepts of Educational Diagnostic 
2.1.2. The Process and the Variables in Educational Diagnosis 
2.1.3. Evaluation Techniques and Procedures 
2.1.4. Scope of Application 

2.2. Code of Ethics. Teachers’ Professional Guide

2.2.1. Evolution Over Time 
2.2.2. On the Professionalization of Teachers 
2.2.3. Code of Ethics of the Teaching Profession 
2.2.4. Possibilities of the Teachers’ Code of Ethics 

2.3. The Report as a Tool in Evaluation and Diagnosis 

2.3.1. Concept of the Report as a Diagnostic Tool 
2.3.2. Parts of the Education Report 
2.3.3. Report Characteristics 

2.4. Observation Techniques 

2.4.1. Observation as a Method 
2.4.2. Functions of the Observation 
2.4.3. Object of the Observation 
2.4.4. Designs in Observational Research 
2.4.5. Types of Observation 

2.5. Interrogation Techniques. The Interview 

2.5.1. The Interview in Educational Diagnosis 
2.5.2. Characteristics of the Interview in the Educational Environment 
2.5.3. Data Previous to the Interview 
2.5.4. Types of Interviews 

2.6. Theoretical Foundations of Psychometric Techniques 

2.6.1. Basic Principles of Psychological Measuring Techniques 
2.6.2. Techniques for the Construction of Attitude Scales 
2.6.3. Theory of Tests 
2.6.4. Interpretation of Scores 
2.6.5. Item Analysis 
2.6.6. Technical and Ethical Recommendations 

2.7. Standardized Tests: Evaluation and Diagnosis in Attention and Memory 

2.7.1. Introduction 
2.7.2. Types of Tests for Evaluating Attention 
2.7.3. Types of Tests for Evaluating Memory 

2.8. Standardized Tests: Evaluation and Diagnosis in Literacy and Mathematics 

2.8.1. Dyslexia 
2.8.2. Literacy and Dyslexia Evaluation Tools 
2.8.3. Standardized Tests in Mathematics 

2.9. Standardized Tests: Evaluation and Diagnosis of Intelligence 

2.9.1. Test on the Concept of Intelligence and Education 
2.9.2. Types of Standardized Tests in Diagnosis of Intelligence 
2.9.3. Theory of Multiple Intelligences 

2.10. Standardized Tests: Evaluation and Diagnosis in Attention ASD 

2.10.1. Definition and Types of ASD 
2.10.2. Evaluation of the Level of Development 
2.10.3. Rapid Assessment of Autism 
2.10.4. Extensive Assessment of Autism 

Module 3. Educational Programs Design and Management

3.1. Educational Programs Design and Management

3.1.1. Stages and Tasks in the Design of Educational Programs 
3.1.2. Types of Educational Programs 
3.1.3. Educational Program Evaluation 
3.1.4. Skills-Based Educational Program Model 

3.2. Design of Programs in the Formal and Informal Educational Environment 

3.2.1. Formal and Informal Education 
3.2.2. Formal Educational Program Model 
3.2.3. Informal Educational Program Model 

3.3. Educational Programs and Information and Communication Technologies 

3.3.1. Integrating ICT into Educational Processes 
3.3.2. Advantages of ICT in Education Program Development 
3.3.3. Educational Practices and ICT 

3.4. Design of Educational and Bilingual Programs 

3.4.1. Advantages of Bilingualism 
3.4.2. Curricular Aspects for the Design of Educational Programs in Bilingualism 
3.4.3. Examples of Educational and Bilingual Programs 

3.5. Pedagogical Design of Programs in Educational Orientation 

3.5.1. Creation of Programs in Educational Orientation 
3.5.2. Possible Content of Educational Orientation Programs 
3.5.3. Methodology for the Evaluation of Educational Orientation Programs 
3.5.4. Aspects to Consider in the Design

3.6. Educational Programs Design for Inclusive Education 

3.6.1. Theoretical Fundamentals of Inclusive Education 
3.6.2. Curricular Aspects for the Design of Inclusive Educational Programs 
3.6.3. Examples of Inclusive Educational Programs 

3.7. Management, Monitoring and Evaluation of Educational Programs. Pedagogical Skills

3.7.1. Assessment as an Educational Improvement Instrument 
3.7.2. Steps for the Evaluation of Educational Programs 
3.7.3. Educational Program Evaluation Techniques 
3.7.4. Pedagogical Skills for Evaluation and Improvement 

3.8. Communication Strategies And Diffusion of Educational Programs 

3.8.1. Teaching Communication Process 
3.8.2. Teaching Communication Strategies 
3.8.3. Diffusion of Educational Programs 

3.9. Good Practice in the Design and Management of Educational Programs in Formal Education 

3.9.1. Characterization of Good Teaching Practices 
3.9.2. Influence of Good Practice in the Design and Development of the Program 
3.9.3. Pedagogical Leadership and Good Practices 

3.10. Good Practices in the Design and Management of Educational Programs in Non-Formal Contexts 

3.10.1. Good Teaching Practices in Non-Formal Contexts 
3.10.2. Influence of Good Practice in the Design and Development of the Program 
3.10.3. Example of Good Educational Practices in Non-Formal Contexts 

Learn easily through a structured syllabus with the objective or quick impact and efficacy”